NEStOR: Networked European School Web Radio

(Erasmus+, Key Action 2)

O4/A1 – Designing Learning Scenarios for Web Radio Broadcasts

Cyprus Pedagogical Institute

October 2017

Project Title: NEStOR: Networked European School Web Radio

Project Acronym: NEStOR

Grant Agreement Number: 2016-1-EL01-KA201-023575

Output: O4/A1 – Designing Learning Scenarios for Web Radio Broadcasts

Leading Partner: Cyprus Pedagogical Institute

Contributing Partners: All partners

Delivery date 30 September 2018

Version

V1.0 – 23/2/2017: Learning Design Process

V1.1 – 10/3/2017

V2.0 – 31/5/2017: Including Evaluation tools for the Learning Scenarios and Audio Products

V3.0 – 30/6/2017: Including Learning Scenarios developed as prototypes and other educational and support material

V4.0 – 30/9/2017: Including Pilot Evaluation Report

V4.1 – 28/10/2017

V5.0 – 30/9/2018: ……

Edited by: Anastasia Economou, Cyprus Pedagogical Institute

Author(s) Anastasia Economou, Cyprus Pedagogical Institute Anna Tsiarta, Cyprus Pedagogical Institute Valanto Constantinou, Cyprus Pedagogical Institute

Contents 1 Learning Design Approach ................................................................................................................................1

1.1 Introduction ..............................................................................................................................................1

1.2 NEStOR Learning Design Approach ..........................................................................................................1

2 Learning Scenarios developed as prototypes ...................................................................................................3

2.1 Aglantzia Gymnasium, Cyprus ..................................................................................................................3

2.2 Experimental Senior High School of the University of Macedonia ..........................................................3

2.3 Kaunas district Garliava Juozas Luksa High School, Lithuania ..................................................................4

3 Pilot implementation evaluation ......................................................................................................................4

4 Educational supporting material and resources...............................................................................................5

References ................................................................................................................................................................6

Appendix 1 - Macro level design template ...............................................................................................................7

Appendix 2 - Macro level design example ................................................................................................................8

Appendix 3 - Developed learning scenario template ................................................................................................9

Appendix 4 - Developed learning scenario example .............................................................................................. 10

Appendix 5 - Micro level design template (optional) ............................................................................................. 12

Appendix 6 – Learning scenario summary (to be published on the online portal) template ................................. 13

Appendix 7 –Macro level design, Aglantzia Gymnasium, Cyprus ........................................................................... 14

Appendix 8 –Macro level design, Peiramatiko Lykeio Makedonias, Greece .......................................................... 15

Appendix 9 –Macro level design, Kaunas district Garliava Juozas Luksa High School, Lithuania ........................... 16

Appendix 10 – Learning objects matrix (initial version) ......................................................................................... 17

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1 Learning Design Approach

1.1 Introduction Learning Design is one of the most vital elements of successful teaching and learning. Especially, when teachers

are involved into technology-enhanced learning, an area that requires new skills and new pedagogies.

Sharing good practice and exchanging learning designs among teachers is required by many professional

communities. Quite a few projects have been designed, in order to develop common understanding among

teachers on Learning design so as to enable them to facilitate sharing, including research projects such as LAMS,

RELOAD and JISC.

In order to help teachers to integrate ICT in their lessons, the Cyprus Pedagogical Institute (CPI) has participated

in the project “Design Practice” under the Leonardo da Vinci – Transfer of Innovation program

(http://www.design-practice.org), transferring a Learning Design innovation as developed by the UK Open

University. The Open University team developed a Visualized Learning Design (VLD) methodology, which

facilitates the design process and the sharing of Learning Designs. The VLD procedure incorporates three levels

of design: macro level, meso level and micro level. The macro-level (Course Map View) is the level where

teachers/designers discuss their initial rough ideas and get into a general discussion of their LD, similar to a

Curriculum design. The meso level (Learning Outcomes View) is the second stage of the VLD methodology where

teachers/designers group and refer to their Learning Design’s activities and explicitly set the learning outcomes

and expected outputs. Lastly, the third stage of the VLD methodology, the micro-level, is the more detailed level

which includes specific tools, resources, methodologies and roles for each activity (Conole et al., 2008).

For the purposes of the Design Practice project, the Open University VLD methodology and tools were

transferred in the Cyprus context. Learning design was approached both as a process and as a product.

According to Agostinho (2006), Learning Design is a product or artefact in which learning activities are being

documented in a way to enable other teachers to understand and implement them in another context. At the

same time LD is considered to be the process that teachers go through, in order to develop their lessons, design

learning activities and reform existing lesson plans (Conole, 2008; Masterman, 2008 and Donald et al., 2009).

Even though Cyprus teachers claimed that as experienced teachers they do not need to adopt such a process in

their everyday practice because it is a time-consuming process, they appreciated the VLD training process that

they went through, for three main reasons: first, they realized that by making their VLD decisions explicit helped

them reflecting on their practice, second, they valued the visualized nature of the VLD product of their

discussions using tools that scaffold their designs, and third, they understood the value of sharing and

interacting with other professionals as a process to reach to sound pedagogical decisions (Avraamidou and

Economou, 2011).

A similar approach has been followed by the CPI in other projects, adapted and customised to the specific needs

of each project.

1.2 NEStOR Learning Design Approach

Based on the above experience, it was suggested that the NEStOR team will follow a similar, but more simplified

learning design approach, for the Web Radio learning scenarios. It is expected that this approach will help the

NEStOR partners to guide and support the participating school teachers in the designing of learning scenarios

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that will lead to successful Web radio broadcasts, while at the same time will enhance better communication

between teachers and stimulate innovative pedagogical solutions while designing.

For that purpose, the CPI developed the following templates:

- Macro level design template and example (see Appendix 1 and 2)

- Developed learning scenario template and example (see Appendix 3 and 4)

- Micro level design template as optional (see Appendix 5)

- Learning scenario summary (to be published on the online portal) template (see Appendix 6)

All the above documents can also be found online at the following link:

https://drive.google.com/drive/folders/0Bwacpv6CImj3QnY2c0YtME5YVkU

The Macro level design template, was adapted to the specific elements of NEStOR and Web Radio (see Appendix

1). In the Macro level template, the following 4 areas were considered to be important:

- Learning goals - expected leaning outcomes that correspond to the school’s (national) curriculum

- The Web Radio approach (eg debate/reportage/interview, live/recorded)

- Tasks to develop these competences towards the learning outcomes

- Leaning outputs through all learning stages that will also serve as formative and summative assessment

The Developed learning scenario template includes the following basic elements, along with short guidelines (see

Appendix 3):

- Learning scenario title / Short description

- Level of education / Students’ age group

- Subject Areas

- Web radio type

- Duration

- Goal

- Aims

o Subject Knowledge Aims

o Digital Skills Aims

o Transversal Skills Aims

- Relevance to the School Curriculum

- Prerequisites / Prior Skills and Knowledge

- Brief description

- Assessment

- Technical Infrastructure

- Classroom organisation

- Description of Activities

o Activity 1:

o Activity 2:

o Activity n:

- Material and Resources

- Products

An example from existing work for Web radio was adapted into this template to help participants in their own

learning designs.

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The Visualized Learning Design approach along with the examples prepared were presented to the partner

schools’ teachers at the first project meeting. This presentation was followed by more discussion and training on

how to use them both face to face (for the Cyprus school) and online (for all schools). The schools shared their

macro level designs with the CPI team for feedback and then they were supported to proceed with the

development of their learning scenarios and activities.

Each of the three partner school teachers was to follow the following process:

- to investigate through their curriculum and their students’ interests an area that could serve as a learning scenario for the project

- discuss their idea with the CPI and share the Macro level design using the NEStOR template - develop a detailed developed learning scenario using the NEStOR template - develop each activity of their learning scenario using the NEStOR Micro level design template (optional) - implement the learning scenario - fill in the learning scenario summary template so as to be published on the portal - share implementation results within the consortium - evaluation of the learning scenarios and web radio broadcasts using the provided tools

2 Learning Scenarios developed as prototypes

The partner schools developed and applied the following learning scenarios.

2.1 Aglantzia Gymnasium, Cyprus

Aglantzia Gymnasium’s scenario subject area is Literature, focused on the topic of “Literature and Adolescence” that is included in the national curriculum for 3rd grade middle school students (14-15 year olds). The scenario required 10 teaching hours. The teacher and the students chose to create a thematic musical radio show with the title “Adolescence through Music”. The students worked by themselves, in groups, and as a whole group. Beginning with the study (reading, analyzing, discourse and writing) of 5 different literature texts that deal with the subject of adolescence – love, friendship, relationships within the family, juvenile delinquency, teenage crisis, self-consciousness – the students sought similarities to songs with the same themes and later produced radio speech relevant to the songs they chose to broadcast but also related to their personal views, interests and experiences. The end product was almost an hour long radio show of speech and music, pleasant to listen to, vibrant with the teenagers’ energy and communicating to the listener adolescent thoughts and concerns.

The macro level design can be found at https://drive.google.com/open?id=0B7SoRM_RPv8kSTg1T0huUGNrUk0, the developed learning scenario at https://drive.google.com/open?id=0B7SoRM_RPv8kUlBWSnhXU3MtZEE, the radio show at https://drive.google.com/open?id=0B7SoRM_RPv8kMy1EcTllTUdJQXc and its respective script at https://drive.google.com/open?id=0B7SoRM_RPv8keHMySkw2Z0E0RHc.

In Appendix 7, you can find the macro level design for this educational scenario for easier access.

2.2 Experimental Senior High School of the University of Macedonia

Experimental Senior High School chose to work in the subject area of Biology and Chemistry around an

environmental issue; the greenhouse effect. The scenario with the title “Climatic Change: Radio emissions” can

be used under the Projects of 2nd grade (16-17 year olds) and it can be adopted for students in Chemistry and

Biology classes of other grades. The scenario required 6 teaching hours. The students researched on the natural

phenomenon of the greenhouse effect, the factors that contribute to its exacerbation, and realized its impact on

the world climate, on natural ecosystems and on human societies. Students worked in small groups and as a

whole group. A questionnaire was used to measure students’ knowledge at the beginning and at the end of the

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lessons, giving them the opportunity of self-assessment. The students produced radio speech in the form of a

debate, and enriched it with sound effects, music and verses from songs, related with the topic. The 18-minute

radio show is radiating humour and teenage spirit and is structured in such a light hearted mood that makes

environmental knowledge easy to digest.

The macro level design can be found at https://drive.google.com/open?id=0B3RGeH7BjqRdcVA5d0hpVWJiWUE, the micro level design at https://drive.google.com/open?id=0B3RGeH7BjqRdYlhGMG81QUNjWnM, the developed learning scenario at https://drive.google.com/open?id=0B3RGeH7BjqRdTElkWUlRbHg3NmM, a questionnaire used at the beginning and end of the lessons (in Greek) at https://drive.google.com/open?id=0B3RGeH7BjqRdZGFVS1llMGVQTmM, the radio show at https://drive.google.com/open?id=0B3RGeH7BjqRdWHAybWN6Rnl1WlE and its respective script at https://drive.google.com/open?id=0B3RGeH7BjqRdVGlQWEpXNnEwWlk.

In Appendix 8, you can find the macro level design for this educational scenario for easier access.

2.3 Kaunas district Garliava Juozas Luksa High School, Lithuania

Garliava Juozas Luksa High School’s scenario is based on an integrated lesson in two languages: Lithuanian and

English. The scenario, requires 2 teaching hours and it can be used with students in Lower and Upper secondary

schools, adopted accordingly to students’ age. The lessons introduced Lithuanian tales of magic as part of the

Lithuanian narrative folklore. During the lessons students gained knowledge on Lithuanian narrative folklore and

the tales of magic, and awareness of social, cultural and educational aspects of the source text and the target

text. Furthermore, students analysed and identified values and ideas of the tales of magic. The students worked

in small groups and as a whole group. The radio show produced is focused on the narration of the tale ‘The

Twelve Brothers, Twelve Black Ravens’ both in Lithuanian and English. The roles were played by the students.

The nearly hour-long show incorporates Lithuanian music and sound effects that make the story alive and

interesting. The effort taken by the students to enact the roles properly added additional value to the

production.

The macro level design can be found at https://drive.google.com/open?id=0B4r_Z-0RFZ8fdExCMWpIRkppNWc, the developed learning scenario at https://drive.google.com/open?id=0B4r_Z-0RFZ8fRXNLb20wSXBQcEk, the radio show at https://drive.google.com/open?id=0B4r_Z-0RFZ8fUGdMc3lHQVVQNnM. The worksheets of the activities can be found at https://drive.google.com/drive/folders/0B4r_Z-0RFZ8fTDRLQk0zNlZnNHM.

In Appendix 9, you can find the macro level design for this educational scenario for easier access.

3 Pilot implementation evaluation All the learning scenarios developed by the 3 partner schools were implemented with students during the period of May – June 2017. All the web radio productions were broadcasted on the European Web Radio platform. After the implementation, the participating teachers were asked to fill in an online questionnaire so as to evaluate this pilot implementation. The results of this pilot implementation by the 3 partners schools, are expected to guide the NEStOR implementation and use for the second year of the project.

Specifically, for the evaluation of the pilot implementation, a questionnaire was developed consisting of 25 close-ended questions with a 5-point Likert scale and 3 open-ended questions. The questionnaire aimed to investigate the participating teachers’ reflections on the following:

- the learning design (LD) development - the class implementation - the web radio output

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The items on the learning design development refer to the LD elements, process and support. The items on the class implementation refer to the LD aspects of implementation, its impact on students’ as well as critical aspects of the implementation. The items on the web radio output refer to the content of the output, the audio quality as well as the students’ learning outcomes (knowledge and skills).

Please refer to deliverable O5 and section O5.A1 for more information on the tool developed and the results of the pilot evaluation.

For the implementation of the second year more tools are developed aiming to evaluate not only the perceptions of the participating teachers and students, but views of the community of the school as well. Specifically, pre- and post-implementation questionnaires are developed for both participating teachers and students and a post-implementation questionnaire for the community. Members of the community could be other teachers and students of the school, the head teacher, parents and other. The post-implementation questionnaire for the community aims mainly to examine the impact the implementation had on the community.

Apart from the questionnaires discussed above, interview protocols for focus group interviews for the students and teachers are also developed. Often focus group interviews provide participants the opportunity to exchange views and ideas and discuss. Finally, another tool developed are observation protocols aiming to record what happens in the lessons students are preparing for their web radio show. Aspects such as teachers’ and students’ reactions in the lesson, space organization, instruction setting, tools and material used and any difficulties faced are expected to be observed. Using the observation protocols is an additional evaluation task and is optional for partners who would like to explore further the NEStOR implementation in their country’s participating schools, by following case study schools.

Please refer to deliverable O5 section O5.A2 for more information on the evaluation of the second year implementation and use of NEStOR.

4 Educational supporting material and resources

The Learning Designs/Scenarios already developed by the partner schools, along with more scenarios to be developed by schools in the second year will initiate a pool of scenarios that schools using NEStOR approach will have access through the NEStOR platform.

At the same time all existing resources, developed by the European School Radio, will be available to the schools and teachers. These resources are being identified using a simple excel tool (see appendix 10), while new ones are being suggested. All resources will be tagged with search keys, so as to be easily accessible to teachers in the NEStOR resources repository.

Moreover, resources are being developed through the project deliverables, such as resources on learning theories from deliverable O2, templates on learning design etc, are expected to be hosted as separate learning objects on the repository.

Finally, a couple of online courses for teachers are planned to be designed and developed, using the existing resources, so as to further support the teachers’ training on the NEStOR approach and its implementation.

All material hosted in the NEStOR resources portal repository will be available to the users under the Creative Commons license Attribution-NonCommercial-ShareAlike (CC BY-NC-SA). It is expected, for the exploitation of the project, that this portal will be open to the user to download resource objects (using available search keys) and, when signing in under certain permissions procedures, to upload more resources.

As this activity is still in progress, in this version of the current deliverable, there is only but a description of what is planned to do (apart from the Learning scenarios already developed and the Learning design supporting material).

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References

Agostinho, S. (2006). The use of visual learning design representation to document and communicate teaching

ideas. In Proceedings of ASCILTE 2006, Sydney.

Avraamidou, A. & Economou, A. (2011). Visualized Learning Design: The Challenges of transferring an innovation in the Cyprus educational system. In Cameron, L. & Dalziel, J. (Eds). In Proceedings of the 6th International LAMS & Learning Design Conference 2011: Learning design for a changing world (pp 108-116). 8-9

December 2011, Sydney: LAMS Foundation.

Conole, G. (2008). Capturing practice: the role of mediating artefacts in learning design. In Lockyer, L., Bennett,

S. Agostinho, S. and Harper, B. (Eds) Handbook of Research on Learning Design and Learning Objects: Issues,

Applications and Technologies, pp. 187-207, Hersey PA: IGI Global.

Conole, G., Brasher, A., Cross, S., Weller, M., Clark, P. and White, J. (2008). Visualising learning design to foster

and support good practice and creativity. Educational Media International, 45(3), 177– 194.

Donald, C., Blake, A., Girault, I., Datt, A. & Ramsay, E. (2009). Approaches to learning design: past the head and

the hands to the HEART of the matter. Distance Education, 30(2), 179-199

Masterman, E. (2008). Activity Theory and the Design of Pedagogic Planning Tools. InLockyer, L., Bennett, S.

Agostinho, S. and Harper, B. (Eds) Handbook of Research on Learning Design and Learning Objects: Issues,

Applications and Technologies, pp. 209-227. Hershey, PA: Information Science Reference.

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Appendix 1 - Macro level design template

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Appendix 2 - Macro level design example

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Appendix 3 - Developed learning scenario template

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Appendix 4 - Developed learning scenario example

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Appendix 5 - Micro level design template (optional)

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Appendix 6 – Learning scenario summary (to be published on the online

portal) template

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Appendix 7 –Macro level design, Aglantzia Gymnasium, Cyprus

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Appendix 8 –Macro level design, Peiramatiko Lykeio Makedonias, Greece

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Appendix 9 –Macro level design, Kaunas district Garliava Juozas Luksa High

School, Lithuania

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Appendix 10 – Learning objects matrix (initial version)